Our Computing curriculum is ambitious, coherent and carefully sequenced. It is designed to develop learners’ knowledge and understanding across the three interconnected areas of computer science, information technology and digital literacy.

Through computer science, learners develop an understanding of computation, algorithms, programming, data and computer systems. They learn how instructions can be designed, represented, tested and improved to solve problems.

Through information technology, learners use digital tools purposefully to create, organise, store, manipulate and communicate information. They learn to select appropriate applications and evaluate the effectiveness of their digital work.

Through digital literacy, learners develop the knowledge and judgement needed to use technology safely, respectfully, critically and responsibly. They learn to evaluate online information, manage their digital presence, protect personal information and seek support when something online causes concern.

The curriculum develops learners’ understanding of:

• algorithms and programming;
• logical reasoning and problem-solving;
• computer systems and networks;
• data and information;
• digital content creation;
• communication and collaboration;
• the internet and the World Wide Web;
• online safety and digital wellbeing;
• privacy and security;
• digital identity and reputation;
• copyright and ownership;
• the reliability of online information;
• artificial intelligence and emerging technologies; and
• the social and ethical effects of digital technology.

Learners are taught to understand that technology is created by people and shaped by human choices. They consider how digital systems can provide opportunities, solve problems and support participation, while also recognising possible risks, limitations, bias and unintended consequences.

Our curriculum develops computational thinking. Learners learn to approach problems logically by breaking them into manageable parts, identifying patterns, designing solutions, testing ideas and correcting errors.

Digital skills are developed progressively and applied across the curriculum where doing so improves learning. Learners use technology to research, write, present, calculate, collect data, create media and communicate. However, the purposeful use of digital tools across subjects does not replace the distinct knowledge and concepts taught within Computing.

The curriculum is ambitious for every learner. Teachers make appropriate adaptations so that all learners can access important computational concepts, digital tools and online-safety knowledge without unnecessarily reducing intellectual challenge.

By the end of Year 6, learners should understand the foundations of computer science, create and debug increasingly complex programs, use digital technology purposefully and make informed choices about their online activity. They should be confident, critical and responsible digital participants who are well prepared for secondary Computing and future technological change.

Substantive and Disciplinary Knowledge

Our Computing curriculum develops two closely connected forms of knowledge: substantive knowledge and disciplinary knowledge.

Substantive Knowledge

Substantive knowledge is the body of knowledge learners acquire about computing systems, digital technologies and the online world.

It includes knowledge of:

• algorithms;
• programs and programming languages;
• sequence, selection and repetition;
• variables and inputs;
• computer hardware and software;
• devices and digital systems;
• networks and the internet;
• the World Wide Web;
• data and databases;
• digital media;
• files, folders and storage;
• search technologies;
• privacy and security;
• digital identity and reputation;
• online communication;
• copyright and ownership;
• online risks and protective behaviours;
• artificial intelligence; and
• the uses and effects of technology in society.

This knowledge enables learners to understand how digital systems work, how information is represented and processed, and how technology can be used safely and purposefully.

Disciplinary Knowledge

Disciplinary knowledge is knowledge of how computer scientists, programmers and informed users of technology think and work.

Learners are taught how to:

• define and analyse problems;
• break problems into smaller parts;
• identify patterns;
• design algorithms;
• represent instructions precisely;
• create programs;
• predict program behaviour;
• use logical reasoning;
• test and debug solutions;
• evaluate and improve digital outcomes;
• collect, organise and interpret data;
• select appropriate digital tools;
• assess the reliability of online information;
• identify possible risks;
• make responsible digital decisions;
• explain how a digital solution works; and
• reflect on the effect of technology on people and society.

Learners are not expected simply to complete tasks on a device. They are taught to understand the processes and decisions behind their work.

For example, learners should understand why a particular tool, sequence or command has been selected, how a program produces its output and how a digital outcome could be tested or improved.

Substantive and disciplinary knowledge are taught together. Learners need secure knowledge of computing concepts before they can design effective solutions. Equally, applying computational thinking helps learners deepen and demonstrate what they know.

Our Computing curriculum is structured around a manageable group of recurring concepts. These concepts are introduced in age-appropriate ways and revisited with increasing depth and complexity.

Computational Thinking

Computational thinking is the process of approaching problems in a logical and structured way.

Learners develop the ability to:

• break problems into smaller parts;
• identify similarities and patterns;
• focus on relevant information;
• design step-by-step solutions;
• test ideas;
• recognise errors; and
• improve their solutions.

These approaches support learning within Computing and help learners become confident problem-solvers more widely.

Algorithms

An algorithm is a precise sequence of instructions designed to complete a task or solve a problem.

Learners develop from following and creating simple instructions to designing, representing and evaluating increasingly complex algorithms.

They learn that algorithms should be:

• ordered;
• clear;
• precise;
• complete; and
• capable of being followed consistently.

Learners also understand that an algorithm is a planned solution, while a program is an algorithm expressed in a form that a computer can execute.

Programming

Programming involves designing and creating instructions that a computer or digital device can follow.

Learners develop their understanding of:

• sequence;
• inputs and outputs;
• events;
• repetition;
• selection;
• variables;
• procedures;
• control; and
• debugging.

They learn to predict what programs will do, explain how they work, identify errors and make purposeful improvements.

Computer Systems

Learners develop an understanding of how digital devices and systems operate.

They explore:

• inputs, processes and outputs;
• hardware and software;
• components of digital devices;
• how devices perform tasks;
• how systems are connected; and
• how people interact with computer systems.

Over time, learners recognise that digital systems are designed for particular purposes and may involve several connected components.

Networks and the Internet

Learners explore how computers and digital devices communicate with one another.

They develop an understanding of:

• networks;
• servers;
• routers;
• wired and wireless connections;
• the internet;
• the World Wide Web;
• online services; and
• the transfer of information.

They learn that the internet and the World Wide Web are related but not identical and that online information is stored, shared and accessed through connected systems.

Data and Information

Learners investigate how data is collected, represented, organised, stored and interpreted.

They explore:

• labels and categories;
• tables;
• charts and graphs;
• databases;
• branching structures;
• spreadsheets;
• sensors; and
• digital representations.

They learn that data must be selected and organised carefully before it can provide useful information. They also consider the importance of accuracy, privacy and appropriate use.

Digital Content Creation

Learners use technology to create and communicate ideas in different forms.

This may include:

• text;
• images;
• animation;
• audio;
• video;
• presentations;
• web content;
• models; and
• interactive media.

Learners are taught to select tools for a clear purpose, make deliberate design choices and evaluate whether their work meets the intended audience and outcome.

Logical Reasoning

Logical reasoning enables learners to explain and predict how digital systems, algorithms and programs behave.

Learners use logical reasoning to:

• follow sequences;
• predict outcomes;
• compare solutions;
• identify errors;
• explain relationships;
• test assumptions; and
• justify improvements.

They develop from explaining simple cause-and-effect relationships to reasoning about more complex programs and systems.

Abstraction

Abstraction involves identifying the most important information and setting aside unnecessary detail.

Learners encounter abstraction when they:

• use symbols on a map or diagram;
• create a model;
• represent a real process as an algorithm;
• organise data into categories;
• simplify a complex problem; or
• design a program using only the information required.

Their understanding develops through practical examples before becoming increasingly explicit.

Online Safety and Digital Wellbeing

Online safety involves understanding how to participate safely, respectfully and responsibly in digital environments.

Learners develop age-appropriate knowledge of:

• safe and healthy technology use;
• personal information and privacy;
• passwords and security;
• online relationships and communication;
• digital identity and reputation;
• harmful or inappropriate content;
• misinformation and manipulation;
• reporting and seeking help;
• copyright and ownership;
• respectful online behaviour; and
• the effect of technology on wellbeing.

Online safety is revisited regularly and responds to the changing ways in which learners use technology.

Digital Citizenship

Digital citizenship concerns how people participate in digital communities.

Learners consider:

• rights and responsibilities;
• respectful communication;
• consent and boundaries;
• fairness and inclusion;
• ownership and attribution;
• responsible sharing;
• the consequences of online behaviour; and
• how technology can support positive participation.

They learn that the same expectations of kindness, respect and responsibility apply online as they do in face-to-face relationships.

Artificial Intelligence and Emerging Technology

Learners are introduced to artificial intelligence and emerging technologies in age-appropriate ways.

They begin to understand that:

• some computer systems can identify patterns and produce predictions or content;
• artificial intelligence is designed and trained by people;
• outputs may be inaccurate, incomplete or biased;
• personal or confidential information should not be entered into unapproved systems;
• generated content should be checked critically;
• ownership and attribution remain important; and
• technology should be used transparently and responsibly.

The purpose is not simply to train learners to use particular tools. It is to develop the knowledge, judgement and critical thinking needed to respond safely and thoughtfully as technology changes.

Our Computing curriculum is implemented through carefully planned units that develop learners’ knowledge, technical understanding, computational thinking and responsible use of technology over time.

St Luke’s uses Kapow Primary as an important resource to support curriculum planning and delivery. Subject leaders and teachers review and adapt the materials so that they reflect the National Curriculum, learners’ prior knowledge, the school’s digital systems and the wider aims of our curriculum.

Computing is taught as a distinct subject. Learners also apply appropriate digital skills across other curriculum areas where technology supports deeper learning, creativity, communication or problem-solving. Cross-curricular use of technology does not replace the specific knowledge, concepts and processes taught within Computing.

Teachers introduce new learning in a clear sequence. They identify what learners already know, revisit essential prior knowledge and make explicit connections between earlier and current learning.

New content is broken into manageable steps so that learners can develop secure understanding of:

• algorithms and programming;
• logical reasoning;
• computer systems;
• networks and the internet;
• data and information;
• digital content creation;
• communication and collaboration;
• online safety;
• privacy and security;
• digital citizenship; and
• emerging technologies.

Computational thinking is central to teaching. Learners are taught to approach problems systematically by:

• identifying the intended outcome;
• breaking problems into smaller parts;
• recognising patterns;
• designing clear algorithms;
• predicting results;
• testing solutions;
• identifying errors;
• debugging programs; and
• evaluating and improving their work.

Teachers use clear explanations, modelling, questioning, demonstration, guided practice and independent application. They model not only which commands or tools to use, but why a particular approach is appropriate.

Learners use a range of digital devices and applications, which may include:

• desktop and laptop computers;
• tablets;
• programmable devices;
• physical computing equipment;
• coding platforms;
• multimedia applications;
• databases and spreadsheets;
• presentation software;
• animation, audio and video tools;
• digital mapping;
• approved online services; and
• accessibility tools.

Learners are given regular opportunities to create, test, evaluate and improve digital outcomes. Activities are selected because they deepen computing knowledge rather than simply provide screen-based tasks.

Online safety is embedded throughout teaching. Teachers revisit protective behaviours, respectful communication, privacy, security, reliability of information and routes for reporting concerns whenever relevant.

Learners are taught to pause and seek adult support when they encounter content, communication or behaviour that makes them uncomfortable, confused or unsafe.

Retrieval, questioning and low-stakes assessment help learners revisit important concepts, strengthen recall and identify gaps or misconceptions. Teachers respond by adapting explanations, revisiting content or providing further guided practice.

Computing teaching is supported through curriculum guidance, shared planning, professional development and subject leadership. The Computing leader works with teachers to strengthen subject knowledge, improve confidence and ensure that the intended curriculum is taught consistently and safely.

Our Computing curriculum is sequenced so that learners build increasingly secure and connected knowledge from the Early Years Foundation Stage to Year 6.

Progression is not understood simply as using more advanced devices or applications. It involves the planned development of:

• computational thinking;
• understanding of algorithms;
• programming knowledge;
• logical reasoning;
• knowledge of computer systems and networks;
• data handling;
• digital content creation;
• technical vocabulary;
• evaluation and improvement;
• online safety knowledge;
• responsible decision-making; and
• increasing independence.

New units build on knowledge and concepts introduced previously. Teachers make these connections explicit so that learners understand how earlier experiences prepare them for more complex computing.

Early Years Foundation Stage

In Nursery and Reception, children explore technology through purposeful play and adult-guided experiences.

They begin to:

• recognise technology in familiar environments;
• follow and give simple instructions;
• sequence actions;
• explore cause and effect;
• use devices for a clear purpose;
• create simple digital content;
• make choices;
• solve practical problems; and
• learn basic rules for safe and responsible technology use.

The emphasis is on language, problem-solving, exploration and understanding how technology supports everyday life.

Key Stage 1

In Key Stage 1, learners develop foundational knowledge of algorithms, programming, digital systems and safe technology use.

They begin to:

• understand that algorithms are sequences of instructions;
• create and debug simple programs;
• predict the behaviour of simple programs;
• use logical reasoning;
• recognise common uses of technology;
• create, organise and retrieve digital content;
• use technology purposefully;
• understand that information can be stored and shared; and
• use technology safely and respectfully.

Lower Key Stage 2

In Lower Key Stage 2, learners develop more detailed understanding of programming, networks, data and digital content.

They begin to:

• use sequence, repetition and events;
• create and debug more complex programs;
• explain how programs work;
• understand how devices communicate through networks;
• collect and organise data;
• use a broader range of digital tools;
• evaluate and improve digital outcomes;
• search for information more effectively; and
• develop stronger understanding of privacy, security and online communication.

Upper Key Stage 2

In Upper Key Stage 2, learners deepen their understanding of computation, systems and responsible participation.

They are expected to:

• design, write and debug increasingly complex programs;
• use sequence, selection, repetition and variables;
• solve problems through decomposition;
• explain algorithms and program behaviour;
• understand networks, the internet and online services;
• collect, analyse and present data;
• select digital tools independently;
• evaluate the quality and reliability of digital information;
• create content for different audiences and purposes;
• understand digital identity, reputation, copyright and ownership;
• evaluate risks and protective behaviours; and
• consider the opportunities and limitations of artificial intelligence and emerging technologies.

By the end of Year 6, learners should possess secure foundational Computing knowledge, increasing technical independence and the judgement needed to participate safely and responsibly in digital environments.

Computing vocabulary is deliberately selected, introduced, modelled and revisited throughout the curriculum.

Learners need secure technical language to understand systems, explain processes, discuss problems and communicate digital solutions accurately. Vocabulary development is therefore embedded within curriculum planning rather than treated as an additional activity.

Teachers explicitly teach:

• programming terminology;
• language associated with algorithms;
• computer-system vocabulary;
• network and internet terminology;
• data and information vocabulary;
• digital-content terminology;
• online-safety language;
• privacy and security terms;
• language used to evaluate digital work; and
• vocabulary connected with artificial intelligence and emerging technology.

This includes words and phrases such as:

• technology;
• device;
• input;
• process;
• output;
• algorithm;
• program;
• code;
• command;
• sequence;
• event;
• repetition;
• loop;
• selection;
• condition;
• variable;
• debug;
• hardware;
• software;
• network;
• internet;
• World Wide Web;
• server;
• data;
• database;
• spreadsheet;
• file;
• folder;
• privacy;
• security;
• password;
• copyright;
• digital identity;
• artificial intelligence; and
• bias.

The vocabulary selected becomes increasingly precise and sophisticated as learners move through the school.

Teachers support vocabulary development by:

• explaining words clearly;
• demonstrating concepts practically;
• linking vocabulary to examples;
• modelling accurate use;
• displaying and revisiting key terms;
• encouraging oral rehearsal;
• providing sentence structures where appropriate;
• checking understanding regularly; and
• expecting learners to use technical vocabulary in speech and recorded work.

Purposeful discussion is an important part of Computing. Learners are given opportunities to:

• explain algorithms;
• predict outcomes;
• describe how a program works;
• identify errors;
• justify design decisions;
• compare possible solutions;
• evaluate digital content;
• discuss online situations;
• explain safe choices;
• question the reliability of information; and
• present digital outcomes to different audiences.

Learners are taught to communicate respectfully and appropriately when using digital platforms. This includes understanding audience, tone, consent, privacy and the possible effect of online communication.

Over time, learners should communicate computing knowledge and digital decisions with increasing confidence, accuracy and independence.

Assessment in Computing is used to determine what learners know, remember, understand and can apply.

It helps teachers identify whether learners have secured the intended concepts and whether they can use their knowledge to create, solve problems and make safe, responsible decisions.

Assessment is used to inform teaching, identify misconceptions and support curriculum improvement.

Teachers assess learning through a range of evidence, including:

• questioning and discussion;
• retrieval activities;
• observation during practical tasks;
• learners’ explanations;
• algorithms and flow diagrams;
• completed programs;
• debugging activities;
• digital files and portfolios;
• data-handling outcomes;
• presentations and multimedia work;
• quizzes and end-of-unit tasks;
• online-safety scenarios; and
• independent problem-solving.

Assessment focuses on both substantive and disciplinary knowledge.

Teachers consider whether learners can:

• recall important computing concepts;
• explain the difference between an algorithm and a program;
• design and follow clear instructions;
• create and debug programs;
• predict program behaviour;
• use logical reasoning;
• explain how digital systems work;
• select appropriate digital tools;
• organise and interpret data;
• create digital content for a purpose;
• evaluate and improve digital outcomes;
• recognise online risks;
• apply appropriate protective behaviours;
• question the reliability of online information; and
• work with increasing independence.

Teachers check understanding throughout lessons rather than waiting until the end of a unit. Misconceptions are identified and addressed promptly through further modelling, explanation, guided practice or practical application.

Assessment is proportionate and purposeful. It is not based solely on whether a learner has completed a digital product.

Teachers also consider:

• the decisions the learner made;
• the knowledge applied;
• the process followed;
• the learner’s explanation;
• the effectiveness of the solution;
• how errors were addressed; and
• how independently the learner worked.

Where learners have gaps in prior knowledge or limited experience of technology, teachers provide additional teaching and practice. Adaptations are made without unnecessarily reducing the ambition or breadth of the curriculum.

Subject leaders use assessment evidence to identify:

• strengths in curriculum implementation;
• areas of inconsistency;
• concepts that require further emphasis;
• weaknesses in programming or computational thinking;
• gaps in technical vocabulary;
• online-safety knowledge requiring reinforcement;
• groups who may not be participating or achieving as well as expected;
• professional development needs; and
• areas where curriculum sequencing, resources or infrastructure should be refined.

The impact of our Computing curriculum can be seen in what learners know, remember, understand and can do.

We evaluate whether learners have developed secure knowledge of computer science, information technology and digital literacy, and whether they can apply this knowledge creatively, logically, safely and independently.

Over time, learners should demonstrate:

• an increasingly secure understanding of algorithms and programming;
• confidence in designing, creating and debugging programs;
• improved logical reasoning and problem-solving;
• knowledge of how computer systems and networks operate;
• increasing confidence in collecting, organising and interpreting data;
• the ability to select appropriate digital tools;
• purposeful creation of digital content;
• increasingly precise use of computing vocabulary;
• the ability to evaluate and improve digital outcomes;
• confidence in explaining technical processes;
• responsible and respectful online behaviour;
• secure understanding of privacy and security;
• the ability to recognise unreliable, misleading or harmful content;
• confidence in reporting concerns and seeking help;
• understanding of digital identity, reputation, copyright and ownership;
• critical awareness of artificial intelligence and emerging technologies; and
• increasing independence when using technology.

Impact is evaluated through a range of evidence, including:

• discussions with learners;
• practical computing outcomes;
• saved digital work and portfolios;
• programs and algorithms;
• debugging activities;
• lesson visits;
• assessment tasks;
• retrieval of prior learning;
• online-safety discussions and scenarios;
• curriculum reviews;
• subject-leadership monitoring;
• participation in clubs and enrichment; and
• learners’ readiness for the next stage.

No single source of evidence is used in isolation.

Leaders consider whether the intended curriculum has been taught effectively, whether learners have learned it securely and whether all groups have benefited from it.

Particular attention is given to:

• learners with SEND;
• disadvantaged learners;
• learners with English as an additional language;
• learners with limited access to technology beyond school;
• learners who may require additional online-safety support; and
• learners with gaps caused by absence or mobility.

Leaders also evaluate whether all learners have equitable opportunities to develop practical digital skills and whether accessibility tools and adaptations enable meaningful participation.

Where evaluation identifies weaknesses or inconsistency, leaders refine curriculum planning, provide further professional development, review digital resources and evaluate the impact of subsequent action.

By the end of Year 6, learners should be confident, knowledgeable and responsible users and creators of technology. They should be able to solve problems logically, create purposeful digital outcomes, explain how systems and programs work, and make informed decisions about their online activity.

They should be well prepared for secondary Computing and understand that technology should be used critically, creatively, safely and responsibly.

Our Computing curriculum is ambitious for every learner. All learners are entitled to develop secure knowledge of computing concepts, practical digital skills and the understanding needed to use technology safely and responsibly.

Teachers identify potential barriers and adapt teaching without unnecessarily reducing the intellectual challenge of the subject. Adaptations are selected in response to individual need and the demands of the computing content being taught.

These may include:

• explicit teaching and pre-teaching of technical vocabulary;
• clear step-by-step instructions;
• visual prompts and demonstrations;
• chunking complex processes into manageable stages;
• additional modelling;
• guided practice;
• paired or collaborative problem-solving;
• simplified screen layouts where appropriate;
• adapted keyboards, mice, switches or touch-screen controls;
• accessibility features such as text-to-speech, speech-to-text, zoom and contrast tools;
• alternative ways to record or communicate understanding;
• additional time;
• repeated opportunities to practise;
• carefully planned adult support; and
• offline or unplugged activities to make abstract concepts more concrete.

Teachers use practical examples, diagrams, physical models and unplugged activities to support learners in understanding algorithms, systems, networks and data before moving to more abstract digital representations.

For learners with English as an additional language, teachers support understanding through explicit vocabulary instruction, visual resources, demonstrations, oral rehearsal and carefully structured talk.

Learners who have limited access to technology beyond school are not disadvantaged within the curriculum. The school provides planned opportunities to use appropriate devices, software and digital tools during the school day.

Learners who have gaps in prior knowledge receive timely support so that they can reconnect with the curriculum. Additional teaching is designed to build independence rather than create long-term dependence on adult support.

Learners who demonstrate secure understanding are encouraged to deepen their thinking by:

• solving more complex problems;
• comparing different algorithms;
• improving the efficiency of programs;
• evaluating alternative tools;
• analysing more complex data;
• considering ethical and social issues; and
• creating increasingly independent digital outcomes.

Teachers and leaders review participation as well as completed work. They consider whether learners can access devices, contribute to problem-solving, explain their thinking, participate in collaborative tasks and apply online-safety knowledge confidently.

In Nursery and Reception, children begin to develop the foundations of Computing through purposeful play, exploration, communication and problem-solving.

Although Computing is not taught as a separate National Curriculum subject in the Early Years Foundation Stage, children encounter important foundations for later learning across the curriculum.

They develop early understanding through experiences such as:

• following and giving simple instructions;
• sequencing actions and events;
• recognising patterns;
• solving simple problems;
• exploring cause and effect;
• using appropriate digital devices;
• taking photographs;
• creating simple digital pictures or recordings;
• operating programmable toys;
• using technology for a clear purpose;
• talking about technology in everyday life; and
• learning basic rules for safe and responsible use.

Children begin to develop language such as:

• instruction;
• order;
• first;
• next;
• last;
• start;
• stop;
• turn;
• press;
• click;
• device;
• screen;
• photograph;
• record;
• program; and
• safe.

Adults model how to use technology purposefully and encourage children to explain what they are doing and what they expect to happen.

Unplugged activities are also important. Through songs, movement, games, routines and role play, children practise sequencing, direction, pattern recognition and logical thinking without relying on a screen.

Children are taught that they should use devices with adult permission and seek help when something makes them feel worried, uncomfortable or unsure.

These early experiences prepare children for Key Stage 1 by developing their language, reasoning, independence, problem-solving and understanding that digital devices follow instructions and can be used to create, communicate and solve problems.

Our Computing curriculum helps learners understand that technology is designed, developed and used by people from a wide range of backgrounds.

Learners should see that computing, engineering and digital creativity are open to everyone. Curriculum content, examples and resources are reviewed so that learners encounter diverse role models and avoid narrow assumptions about who works in technology.

Where appropriate, learners encounter:

• computer scientists and inventors from different backgrounds;
• women in computing and technology;
• Black and minority ethnic pioneers and professionals;
• disabled technologists and users of assistive technology;
• global perspectives on digital innovation;
• people working in a range of technology-related careers; and
• examples of technology designed to improve access and participation.

Representation is not treated as a one-off celebration or token addition. It is considered when selecting images, case studies, texts, videos, examples and visiting speakers.

Responsible Use of Technology

Learners are taught that access to technology brings responsibilities.

They consider:

• respectful online communication;
• privacy and consent;
• ownership and copyright;
• appropriate sharing;
• digital identity and reputation;
• misinformation;
• manipulation and persuasive design;
• online harm;
• reporting concerns;
• the environmental effect of technology; and
• the consequences of digital choices.

Learners are supported to recognise that online actions affect real people and that the school’s expectations for kindness, respect and responsibility apply in digital environments.

Digital Inclusion

The school recognises that learners may have different levels of access, confidence and experience with technology.

Teachers do not assume that all learners:

• have access to devices at home;
• use the same platforms;
• understand privacy settings;
• have received the same online-safety guidance;
• can navigate interfaces independently; or
• are equally confident asking for help.

The curriculum therefore provides structured and equitable access to devices, applications and digital experiences within school.

Accessibility is considered when selecting software, hardware and digital resources. Where appropriate, learners are introduced to tools that reduce barriers, including:

• text-to-speech;
• speech-to-text;
• captions;
• screen magnification;
• alternative input devices;
• visual prompts;
• predictive text; and
• adjustable display settings.

Learners develop an understanding that well-designed technology should support participation and remove barriers.

Bias and Fairness

As learners mature, they are introduced to the idea that digital systems can reflect the choices, assumptions and data used by their designers.

In age-appropriate ways, they learn that:

• search results are selected and ranked;
• recommendations may be shaped by previous activity;
• online content may be targeted;
• artificial intelligence can produce biased or inaccurate outputs;
• data may not represent everyone fairly; and
• digital systems should be questioned rather than accepted automatically.

This helps learners become more critical and informed users of technology.

Practical experience is central to our Computing curriculum.

Learners need regular opportunities to design, create, test, debug and improve digital outcomes. Practical Computing helps learners connect abstract concepts with visible results and strengthens confidence, independence and problem-solving.

Practical experiences may include:

• programming animations and games;
• controlling programmable devices;
• physical computing;
• creating digital art;
• recording and editing audio;
• producing video;
• designing presentations;
• creating simple webpages;
• organising and interpreting data;
• using spreadsheets;
• creating databases;
• producing digital stories;
• designing surveys;
• exploring networks;
• modelling real-world systems; and
• using technology to solve practical problems.

Physical Computing

Where appropriate, learners use programmable devices and physical computing equipment to understand how programs can control actions in the physical world.

They may work with:

• floor robots;
• sensors;
• programmable boards;
• lights;
• sound;
• motors;
• switches; and
• simple input and output devices.

These experiences help learners understand the relationship between code, input, process and output.

Cross-Curricular Application

Learners apply digital skills across other subjects where technology improves the quality or depth of learning.

This may include:

• creating presentations in History;
• analysing data in Mathematics or Science;
• using digital maps in Geography;
• composing and recording in Music;
• creating artwork and animation;
• researching information;
• recording performances;
• presenting findings; and
• using accessibility tools to support communication.

Technology is selected because it serves a clear educational purpose, not simply because it is available.

Enrichment

Computing enrichment may include:

• coding clubs;
• digital-leader roles;
• robotics activities;
• competitions;
• themed computing events;
• online-safety workshops;
• visiting speakers;
• partnerships with technology organisations;
• creative-media projects;
• STEM activities;
• enterprise projects;
• participation in national computing initiatives; and
• opportunities to share work with wider audiences.

Where available, Digital Leaders may support younger learners, promote safe and responsible use and contribute to the development of digital systems within the school.

Leaders consider whether all groups of learners have equitable access to enrichment. Where barriers exist, appropriate steps are taken to support participation.

Enrichment should extend and deepen curriculum learning rather than replace systematic Computing teaching.

Computing contributes significantly to learners’ personal, social, moral and cultural development.

Through Computing, learners consider how technology influences communication, relationships, learning, work, creativity and participation in society.

They are encouraged to think about:

• how online actions affect others;
• how to communicate respectfully;
• how to protect personal information;
• when and how to seek help;
• how to manage digital wellbeing;
• how technology can support inclusion;
• how misinformation can influence people;
• how algorithms and artificial intelligence may shape choices;
• how digital content should be used and credited; and
• how technology can be used to make a positive contribution.

Computing creates opportunities for collaboration, perseverance, creativity, reflection and responsible decision-making.

The subject contributes to learners’ understanding of democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs.

Learners consider:

• agreed rules for digital communities;
• legal and ethical responsibilities;
• freedom of expression and its limits;
• respectful participation;
• privacy and consent;
• copyright and ownership; and
• the need to challenge discriminatory or harmful online behaviour.

Our school values are developed meaningfully through Computing.

Kindness

Learners communicate respectfully, consider the impact of their words and actions, and use technology in ways that support rather than harm others.

Respect

Learners respect privacy, consent, ownership, difference and the boundaries of others. They understand that digital content belongs to its creators and should be used responsibly.

Confidence

Learners develop confidence by solving problems, testing ideas, debugging programs, creating digital outcomes and asking for help when they encounter difficulty or risk.

Excellence

Learners pursue excellence by working accurately, thinking logically, evaluating their work carefully and improving digital solutions.

Through Computing, learners are encouraged to become creative, discerning and responsible members of digital communities.

The subject supports our vision to Believe, Achieve and Thrive by helping learners believe that they can understand and shape technology, achieve through logical thinking and purposeful creation, and thrive as safe, critical and responsible digital citizens.

Families can support Computing learning by encouraging safe, purposeful and balanced use of technology.

The most valuable support does not require families to teach programming or purchase additional devices. Parents and carers can help by talking with learners about how technology works, how it is used and how to make safe and responsible choices online.

Families can support learning by:

• discussing how digital devices are used in everyday life;
• encouraging learners to explain what they have created or programmed;
• practising simple sequencing and problem-solving activities;
• exploring age-appropriate coding resources recommended by the school;
• talking about privacy, passwords and personal information;
• checking that learners know how to report concerns;
• discussing the reliability of online information;
• encouraging respectful online communication;
• talking about healthy screen habits;
• supporting learners to create rather than only consume digital content; and
• showing interest in the technology learners use at school.

Useful questions include:

• What is this device designed to do?
• What instructions does the program follow?
• What would happen if you changed this command?
• How did you find and correct the error?
• Why did you choose this digital tool?
• Who is the audience for this work?
• How do you know this information is reliable?
• What personal information should remain private?
• What should you do if something online worries you?
• How could this digital outcome be improved?

Families should use the safety settings and parental controls available on devices and services, while recognising that technical controls work best alongside regular conversation, supervision and clear expectations.

Learners should know that they can speak to a trusted adult whenever they encounter content, contact or behaviour that makes them feel worried, uncomfortable or unsure.

Any online platforms recommended by the school will be selected carefully to ensure that they are age-appropriate, secure and consistent with the curriculum.

Families who would like further guidance about Computing or online safety should contact the school.

Our Computing curriculum is planned so that learners develop increasingly secure knowledge across computer science, information technology and digital literacy.

The content taught in each year group is informed by the National Curriculum and supported by Kapow Primary resources. Teachers and subject leaders review and adapt units to reflect prior learning, the school’s digital systems and the needs of learners.

The summaries below should be read alongside the whole-school Computing curriculum overview and progression documents.

Nursery

Children explore technology through purposeful play, familiar devices, programmable toys, photographs, sound and simple digital creation.

They begin to follow instructions, sequence actions, recognise cause and effect and learn that technology should be used with adult support.

Reception

Children develop early computational thinking through patterns, sequencing, problem-solving and simple programmable activities.

They use technology for clear purposes, create simple digital content and learn basic expectations for safe and responsible use.

Year 1

Learners develop foundational understanding of algorithms, simple programs, digital devices and safe technology use.

They follow and create instructions, predict outcomes, organise digital content and begin to understand how technology is used in everyday life.

Year 2

Learners create and debug simple programs, use logical reasoning and develop greater confidence in handling digital information.

They create digital content for a purpose and strengthen their understanding of safe communication, privacy and respectful use.

Year 3

Learners begin to use more complex programming structures and develop understanding of networks and digital systems.

They create and improve programs, organise data, use a broader range of digital tools and develop stronger awareness of online security.

Year 4

Learners deepen their understanding of repetition, events, networks, data and content creation.

They evaluate digital outcomes, interpret information and make increasingly informed decisions about online communication and reliability.

Year 5

Learners use more advanced programming concepts, including selection and variables where appropriate.

They examine systems, databases, search technologies, digital media, copyright, online reputation and the reliability of information.

Year 6

Learners draw together knowledge from across the Computing curriculum.

They design, create and debug increasingly complex programs, analyse data, select digital tools independently, evaluate online information and consider the opportunities and limitations of artificial intelligence and emerging technologies.

The exact units studied in each year group should be listed or linked below.

Year-Group Curriculum Links

• Nursery Computing foundations overview
• Reception Computing foundations overview
• Year 1 Computing overview
• Year 2 Computing overview
• Year 3 Computing overview
• Year 4 Computing overview
• Year 5 Computing overview
• Year 6 Computing overview

The following documents provide further information about the Computing curriculum at St Luke’s.

Core Computing Documents

• Whole-School Computing Curriculum Overview
• Computing Progression of Knowledge and Skills
• Computer Science Progression
• Information Technology Progression
• Digital Literacy Progression
• Programming Progression
• Online Safety Progression
• Computing Vocabulary Progression
• Computing Curriculum by Year Group
• Digital Enrichment Overview
• Computing Policy
• Online Safety Policy
• Acceptable Use Agreements

The Computing subject leader works with teachers, senior leaders, the designated safeguarding lead and governors to support the quality, consistency and safe development of Computing across the school.

The subject leader ensures that the intended curriculum is ambitious, coherent, inclusive and accurately represented in published information.

Subject leadership includes:

• reviewing curriculum plans and progression documents;
• checking alignment with the National Curriculum;
• ensuring that links from EYFS to Year 6 are clear;
• supporting teachers’ computing subject knowledge;
• reviewing the use and adaptation of Kapow Primary resources;
• identifying professional development needs;
• evaluating learners’ practical and digital work;
• speaking with learners about their knowledge and experiences;
• visiting lessons;
• reviewing assessment information;
• checking progression in programming and computational thinking;
• monitoring online-safety knowledge;
• evaluating digital inclusion and participation;
• reviewing access to hardware, software and assistive technology;
• monitoring enrichment opportunities;
• identifying strengths and inconsistencies;
• reviewing the impact of improvement actions; and
• refining curriculum content and resources where necessary.

The Computing leader considers whether learners are building secure knowledge over time and whether they can apply this knowledge independently, creatively and safely.

Particular attention is given to whether:

• important content is taught consistently;
• learners remember prior learning;
• programming knowledge develops progressively;
• computer science, information technology and digital literacy are appropriately balanced;
• teachers identify and address misconceptions;
• online safety is taught regularly and responsively;
• learners with SEND access an ambitious curriculum;
• disadvantaged learners have equitable access to technology;
• assessment is purposeful;
• digital tools are used for clear educational reasons;
• staff understand emerging risks and technologies; and
• learners are prepared for the next stage.

The Computing leader works closely with the designated safeguarding lead where curriculum content relates to online safety, harmful content, digital communication, reporting, filtering or emerging risks.

The subject leader reports relevant findings to senior leaders and governors. Evaluation informs curriculum refinement, professional development, resource decisions, safeguarding priorities and school improvement planning.

The published Computing page and linked documents are reviewed regularly to ensure that they remain current and reflect actual practice.

Further information about the Computing curriculum is available from the school.

Parents and carers can request:

• more detailed information about the content taught in a particular year group;
• copies of curriculum overviews;
• information about progression;
• guidance on supporting Computing learning at home;
• accessible versions of published curriculum documents;
• information about online safety;
• clarification about digital platforms and resources;
• guidance on reporting online concerns; and
• information about Computing clubs and enrichment opportunities.

Please contact the school office through the contact details provided on the school website.

Safeguarding concerns relating to online behaviour, harmful content, digital communication or inappropriate contact should be reported promptly through the school’s usual safeguarding and communication routes.

Paper copies of curriculum information can be provided on request.

The school welcomes constructive feedback about the accessibility and usefulness of its curriculum information. Published content is reviewed regularly to ensure that it remains accurate, clear and consistent with the curriculum learners receive.